National Writing Project

Thursday Sessions: Round A

The morning starts with something for everyone: discussion groups, opportunities to write or try out a new technology, and opportunities to share ideas about Writing Project work.

Round A: 8:30 a.m.–10:00 a.m.

A1: Remix as Professional Learning: CLMOOC

8:30am - 10:00am Hilton, Third Floor, Rochester

CLMOOC, a Connected Learning Massive Open Online Collaboration, has been running now for three summers, bringing together thousands of educators from across the globe to engage in interest-driven and production-centered making while exploring the principles of Connected Learning. Through reflecting upon and learning from CLMOOC over these years, we as NWP designers and facilitators of CLMOOC have begun to explore and describe the role that remix plays in professional learning within communities of educators. Join us in this session to experience a little bit of what this might look like at CLMOOC, thinking about it in your own context and/or your experience at CLMOOC, and contribute to this emerging network conversation.

Janelle Bence, North Star of Texas Writing Project
Kim Douillard, San Diego Area Writing Project
Anna Smith, Illinois State University
Mia Zamora, Kean University National Writing Project

A2: Reading and Making Historical Arguments

8:30am - 10:00am Hilton, Third Floor, Board Room 2

In this session, high school history teachers from Oakland Unified School District will share their work in teaching students to write historical arguments, discuss Chauncey Monte-Sano's book Reading, Thinking, and Writing about History, and invite participants to join the conversation via a new, open online learning opportunity.

Tanya Baker, National Writing Project
Stan Pesick, Bay Area Writing Project

A3: Eli Review: A Pedagogy and Technology for Feedback and Revision

8:30am - 10:00am Hilton, Third Floor, Board Room 3

Explore Eli Review, a pedagogy and technology for supporting high-quality feedback and revision in the writing classroom. Through discussion of highly effective pedagogical practices associated with peer learning (feedback) and revision, as well as experience using Eli Review for the writing, review, and revision process, we will explore effective pedagogical moves in teaching peer revision as well as the use of formative data in the writing classroom. Eli Review is a learning technology that supports a collaborative Connected Learning classroom, as the pedagogy is grounded in theory, research, teacher experience, and expertise. Bring your device to this interactive session.

Jeff Grabill, Michigan State University
Dawn Reed, Red Cedar Writing Project

A4: Analyzing Argument Writing with the Using Sources Tool and Reasoning Tool

8:30am - 10:00am Hilton, Third Floor, Duluth

Crafting claims, creating a line of reasoning, and using evidence are key argument skills that students need to develop and practice. In this session, we'll explore the Using Sources Tool and the Claim, Reasoning, Evidence Protocol, both formative assessment tools used in NWP's work in the College-Ready Writers Program. We will analyze student argument writing and discuss the ways these tools support student growth and instruction.

Leeanne Bordelon, Northwestern State University Writing Project
Annie Ortiz, Oklahoma State University Writing Project
Beth Rimer, Ohio Writing Project

A5: Youth and Community: Extending the Reach and Relevance of Writing Project Programs

8:30am - 10:00am Hilton, Third Floor, Salon E

Family writing events, community reads, library and art museum partnerships, after-school writing clubs, statewide writing contests—the list goes on. Writing Project sites are developing program models that make literacy a community affair while also increasing visibility and contributing financial support for site programs. Join NWP colleagues for roundtable discussions that explore how innovative designs and partnerships can extend the reach and relevance of youth and community programs.

Molly Adams, North Star of Texas Writing Project
Heidi Atlas, Long Island Writing Project
Marilyn Brooks, Saginaw Bay Writing Project
Nick Chanese, Central Connecticut Writing Project
RoseAnn Donovan, National Writing Project at Carroll University
Stephanie Furuta, Hawai`i Writing Project
Holly Genova , North Star of Texas Writing Project
Darshna Katwala, Long Island Writing Project
Marnie Masuda-Cleveland, Hawai`i Writing Project
Steven Ostrowski, Central Connecticut Writing Project
Helen Raica-Klotz, Saginaw Bay Writing Project
Marisa Riepenhoff, National Writing Project at Carroll University
Marla Robertson, North Star of Texas Writing Project
Lynda Valerie, Central Connecticut Writing Project
Julie Weaver, Endless Mountains Writing Project
Nanci Werner-Burke, Endless Mountains Writing Project

A6: No Bells, No Walls: Learning from LRNG Innovator Challenge Grantees About Building Connected Learning Opportunities in School

8:30am - 10:00am Hilton, Third Floor, Salon F

2014 LRNG Innovation Challenge grant recipients will share the work they have been doing alongside youth as they produce, tinker, experiment, make, perform, and create in all sorts of ways to expand time and space for Connected Learning in schools. Sponsored in partnership with the John D. and Catherine T. MacArthur Foundation and John Legend's Show Me Campaign, the LRNG Innovation Challenge continues to offer support for innovation and inquiry. Join us in this roundtable session to learn more and explore innovation challenges in your own context.

Paul Allison, New York City Writing Project
William Banks, Tar River Writing Project
Laura Bradley, Bay Area Writing Project
Lil Brannon, UNC Charlotte Writing Project
Christina Cantrill, National Writing Project
Dave Chandler, Aldo Leopold Charter School
Catalina Claussen, Aldo Leopold Charter School
Mindy Faber, Convergence Academies
Michael Flinchbaugh, Tar River Writing Project
Kate Fox, The Birch School
Steve Fulton, UNC Charlotte Writing Project
Mark Gomez, Critical Design and Gaming School
Sally Griffin, UNC Charlotte Writing Project
Kim Herzog, Connecticut Writing Project - Fairfield
Jane Higgins, New York City Writing Project
Jessica Hiltabidel, Center for Inspired Teaching
Sharon Holmes, Convergence Academies
Cosby Hunt, Center for Inspired Teaching
Ashley Hutchinson, Tar River Writing Project
Mary Kendrick, UNC Charlotte Writing Project
Shaun Mitchell, Connecticut Writing Project - Fairfield
James O'Neil, MS127
Marc Patton, Eastern Heights Elementary School
Rob Puckett, Tar River Writing Project
Bryan Ripley Crandall, Connecticut Writing Project - Fairfield
Christopher Rogers, Philadelphia Writing Project
Gaye Sable, The Birch School
Martin Sanders, Castle Hill Middle School
Pang Thao, Eastern Heights Elementary School
Zua Vang-Kong, Eastern Heights Elementary School
Rose-Anne Vigilante, Western Pennsylvania Writing Project
Stephanie West-Puckett, Tar River Writing Project
Megan Zabilansky, Connecticut Writing Project - Fairfield
Michelle Zuckerman-Parker, Western Pennsylvania Writing Project

A7: Advocating for Your Writing Project Site

8:30am - 10:00am Hilton, Second Floor, Marquette V

From new work with national partners to highlighting the teacher-leaders at your site, there are adaptable tools and plans available to support you in demonstrating the reach and value of your Writing Project site’s work to a variety of audiences: legislators, school administrators, funders, and others. In this session we will share ideas and strategies—including utilizing social media and blogging—answer questions, and talk about what has worked for you. We will also hear an update on the re-authorization of the Elementary and Secondary Education Act (ESEA).

Ellen Fern, Washington Partners, LLC
Bob Jobin, National Writing Project

A8: Taking a Close...and Closer Look at Argument

8:30am - 10:00am Hilton, Second Floor, Marquette VI

Join leaders from NWP’s 2015 scoring conference in examining a range of middle and high school student writing based on topics ripped from the headlines! Engage with us in exploring implications for instruction through the lens of NWP’s Analytic Writing Continuum for Source-Based Argument (AWC-SBA). We’ll open the discussion to your questions and ideas.

Paula Diedrich, Northern Shores Writing Project
Linda Friedrich, National Writing Project
Julie Sheerman, Missouri Writing Project
Sherry Swain, National Writing Project

A9: Engaging Elementary Writers in Collaborative Conversations: Putting “Being a Writer” to Work in NWP Professional Development

8:30am - 10:00am Hilton, Second Floor, Marquette VII

A common interest in workshop models for writing instruction in elementary classrooms has led to partnerships between Writing Project sites and elementary schools using "Being a Writer" materials. Join this session to hear from sites that are exploring ways to provide Writing Project professional development that supports teachers in building a classroom community of writers using "Being a Writer" resources. Our partners from the Center for the Collaborative Classroom, developers of "Being a Writer," will be on hand to share information about connections to additional resources.

Joye Alberts, National Writing Project
Judy Buchanan, National Writing Project
Lisa Davis, Northwestern State University Writing Project
Sandra Hogue, Louisville Writing Project
Barbara Kato, Chicago Area Writing Project
Suzanne Linebarger, Northern California Writing Project

A11: Science Around ME: Building Site Capacity with a Local Science and Literacy Partnership

8:30am - 10:00am Hilton, Second Floor, Marquette IX

Learn how the Maine Writing Project and Maine Discovery Museum developed an Internet app to reveal science and prompt writing about local nature sites. Explore how an alliance in your area can diversify membership and increase awareness by connecting formal and informal or out-of-school educators.

Ken Martin, University of Maine Writing Project
John Meigs-McDonald, University of Maine Writing Project

A12: Business and Financial Planning for Program Development and Site Sustainability

8:30am - 10:00am Hilton, Second Floor, Conrad A

Join us for a hands-on exploration of Business Planning for Program Development, a dynamic NWP resource that offers a guided inquiry to support site leaders in revitalizing an existing program or starting a new program that is both revenue-generating and self-sustaining. Sites that have used the resource with success in financial planning will share their experiences.

Barbara Boyle, National Writing Project
Carol Brazo, Oregon WP Collaborative at George Fox
Tim Dewar, South Coast Writing Project
Pat Fox, National Writing Project
Karen Hamlin, Oregon WP Collaborative at George Fox
Nicole Wald, South Coast Writing Project

A13: Shall We Play a Game? Epic Learning in Literacy Spaces

8:30am - 10:00am Hilton, Second Floor, Conrad B

The work of scholars like James Paul Gee and Jane McGonigal has invited educators to think critically and carefully about the impact that game design can have in the creation of effective learning environments. Gee and McGonigal argue that game-based design can help educators draw attention to the issues of participation and community that often fail to take root in classrooms. Where do ideas about meaningful play intersect with what we already know about traditional and emergent literacy pedagogies? How do we design and assess gameful learning? Session organizers will lead activities designed to introduce key elements in game-based and play-based learning. We will read, write, and play together in this session. Additionally, we will share successful designs used in traditional and non-traditional settings at California State University, Chico. Join us for an exciting, active workshop filled with quests, game cards, badges, and more (maybe even Sparkleponies!).

Kim Jaxon, Northern California Writing Project
Peter Kittle, Northern California Writing Project

A14: Opportunities and Challenges in Holocaust and Social Justice Education

8:30am - 10:00am Hilton, Second Floor, Conrad C

In this session, teacher-consultants who have attended the Memorial Library Summer Seminar on Holocaust education—all of which are contributors to a manuscript on teaching about the Holocaust that is currently under development—share their ideas for teaching about the Holocaust and other genocides with an emphasis on writing and inquiry. Offering insights and lessons from diverse schools and communities across the US, we will consider how the principles of place-based education can play a meaningful role in teaching about genocide, and explore what happens when students are located at the center of instruction that takes on difficult histories. This session is intended for site directors, teachers interested in Holocaust education, and those interested in applying for the 2016 Memorial Library Summer Seminar in New York City.

Corey Harbaugh, Third Coast Writing Project
Enithie Hunter, Jacksonville State University Writing Project
Jennifer Lemberg, New York City Writing Project
Sondra Perl, New York City Writing Project

A15: Telling Our Own Data Stories: Exploring the Role of Formative Assessment in Designing and Refining Long-Term Professional Development

8:30am - 10:00am Hilton, Second Floor, Conrad D

Join us for an interactive session led by Writing Project site leaders who have pushed back against school- and district-based summative assessments. Together they will share their formative assessment strategies, program designs, and insights into the ways in which regular feedback from student work and teacher practice helps shape and reshape longterm professional development to meet the needs of students and teachers in their high-need partnership schools.

Jennifer Guerra, Coastal Bend Writing Project
Toby Kahn-Loftus, Top-of-the-Mitt Writing Project
Erin Mohr, Minnesota Writing Project
Dan Polleys, Top-of-the-Mitt Writing Project
Catherine Quick, Coastal Bend Writing Project
Stephanie Rollag, Minnesota Writing Project

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